Ensino de leitura para alunos do 3º ano do ensino fundamental

Abstract

The ability to read not only promotes the intellectual development of the individual but also plays a fundamental role in social interaction. Therefore, the present study aimed to investigate the effects of teaching relationships between dictated words, written words, and pictures on word reading acquisition through a computerized teaching procedure. Three students participated in the research (Luna, aged 8 years and 7 months, diagnosed with intellectual disability, and Luan and Lara, referred for evaluation, both aged 8 years and 8 months), residing in a city in the interior of São Paulo. A multiple-probe design was employed across word sets, with pre- and post-test evaluations of phonological awareness and word writing skills using a test comprising four words and one sentence. The participants were exposed to an individualized teaching program, conducting teaching sessions, emergent testing sessions, and picture naming assessments. The teaching procedure consisted of three word sets, each containing three teaching words and three generalization words (syllable transposition of the teaching words). Each stage taught three teaching words and assessed the reading of the taught words and generalization of the corresponding group plus words from other groups, totaling 18 words. The words consisted of consonant-vowel combinations. Overall, the results showed that all three participants formed equivalence classes with the three word groups after a few teaching sessions. Two of the three participants (Luna and Luan) maintained low reading performance, while Luna showed an increase in the number of words read correctly. Future studies should reconsider procedural variables (e.g., words, planning the teaching of smaller units such as syllables, reducing the number of attempts per session, and increasing the frequency of data collection days) to promote conditions conducive to generalized word reading.